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CCSS.MATH.CONTENT.HSG.GCO.12:
Makeformalgeometricconstructionswithavarietyoftoolsandmethods.
CCSS.MATH.CONTENT.HSG.GGMD.1:
Giveaninformalargumentfortheformulasforthecircumferenceofacircle&areaofacircle.
CCSS.MATH.CONTENT.HSG.GMG.1:
Usegeometricshapes,theirmeasures,andtheirpropertiestodescribemodelingsituations.
CCSS.MATH.CONTENT.HSG.GMG.2:
Applytheconceptsofdensitybasedonareaandvolumeinmodelingsituations.
CCSS.MATH.CONTENT.HSG.GMG.3:
Applygeometricmethodstosolvedesignproblems.
CCSS.MATH.CONTEN.HSG.GSRT.8:
UsetrigonometricratiosandthePythagoreanTheoremtosolvesrighttrianglesinapplication
problems.
www.corestandards.org/Math/Content/HSG
UNDERSTANDINGS:
SPECIFIC UNDERSTANDINGS:
U1 Students will understand that many figures are made up of various polygons.
U2 Given a fixed perimeter, students will understand that a number of different figures can be
constructed from this single measurement, each with different areas. Additionally they will
understand this concepts relevance to real life scenarios of design.
U3 Given a fixed area, students will understand that a number of different figures can be
constructed from this single measurement, each with different perimeters. Additionally they will
understand this concepts relevance to real life scenarios of design.
U4 Students will discover and understand that the relationship between the ratio of
circumference to the diameter of a circle always yields the same result, pi.
U5 Students will understand why the Pythagorean Theorem is a useful tool when determining
the missing side of a right triangle and why this formula works for all right triangles.
PREDICTABLE MISUNDERSTANDINGS:
M1 There are single formulas used to identify the perimeter and area of non-regular polygons.
M2 When the perimeter is fixed, the area of that figure is also fixed.
M3 When the area is fixed, the perimeter of that figure is also fixed.
M4 The result of the circumference divided by the diameter changes as the size of the circle
changes.
M5 The Pythagorean Theorem can be used to find the missing length of a side of any triangle.
K1 Students will know the formulas necessary for identifying the perimeter and area of circles
and various polygons including rectangles, squares, triangles, parallelograms, trapezoids,
triangles, and all regular polygons.
K2 Given a fixed perimeter, students will know how to identify all the possible dimensions of that
figure, each dimension may yield a different area.
K3 Given a fixed area, students will know how to identify all the possible dimensions of that
figure, each dimension may yield a different perimeter.
K4 Students will know the formulas for circumference, diameter, radius, pi, and the area of a
circle.
K5 Students will know the formula for the Pythagorean Theorem and its origin.
K1 Students will be able to construct an original figure using various polygons and identify its
perimeter and area.
K2 Given a fixed measurement for the perimeter, students will be able to create two unique
figures, one that minimizes the area, and the other which maximizes the area. They will
demonstrate how to apply this concept to real life scenarios such as designing a dining room
table.
K3 Given a set area, students will construct two unique figures, one that minimizes the
perimeter and the other which maximizes the perimeter. They will demonstrate how to apply this
concept to real life scenarios of such as designing fencing for a yard.
K4 Students will be able to derive and apply the formula for the area of a circle using their
knowledge of circumference, radius, and pi.
K5 Students will be able to apply the Pythagorean Theorem to real life applications problems.
QUESTION: What types of strategies can we use to identify the area and perimeter of a unique two-
dimensional figure?
DEVELOPMENT PROCESS & RATIONALE: This question was developed as a basic foundation for
the entire unit on perimeter and area. Two-dimensional figures can be constructed of various polygons,
each which require different approaches to identify their area and perimeter. When considering the
layout of such things as a back-yard, students can first determine the types of shapes that create the
space, divide the space into the images of each polygon and identify the area and perimeter of each
shape separately. Finally, they can compile their results to get the final square footage and perimeter.
This essential question can lead to a discovery based lesson on perimeter and area. It requires
students to use their knowledge of polygons to develop an understanding of perimeter and area, and
allows for an opportunity to apply their conceptions of this topic to various real life scenarios. When
developing this question I considered one of the activities I plan to incorporate into this unit. Students
will have to use different polygons to design their dream back-yard and identify its area and perimeter.
Additionally they must have an in-ground pool with a unique design (cannot be a regular polygon),
another area for play (such as a skate park), and an area made of wood chips for their pets to play.
From here they must consider how much sod may be needed to cover their yard while avoiding each
obstruction and how much fencing would be needed to outline the yards border, their pool and their
pets play area. In the process of answering this essential question students will develop an in depth
understanding of perimeter and area.
DEVELOPMENT PROCESS & RATIONALE: This essential question should encourage some great
classroom discussions. A common misconception when studying perimeter and area is that if the
perimeter is fixed then this is also true for the area. Students that take opposing views can try to prove
the validy of their belief to their classmates. This question allows for a series of problems in which the
students will discover that the perimeter of a shape can be fixed but the area of that figure can change.
This question allows students to consider such things as designing a fenced in area for their dog to
play. Assuming they have a set budget for the fencing for their yard, students will be given a fixed
amount of fencing for their pets play area, and using that fencing they must construct the largest space
possible for their pet to play. This will lead to an understanding of how to maximize area while
simultaneously minimizing the perimeter, a concept that is very applicable in real life when budgeting
for materials is limited.
DEVELOPMENT PROCESS & RATIONALE: Just as the common misconception that a fixed perimeter
yields a fixed area exists, the converse is also true. Students may assume that if the area of a polygon
is fixed then the perimeter must also be fixed. This idea will come in handy when laying sod in the
backyard. If everyone has the same fixed amount of sod will everyones yard look identical? When
students uncover this idea they will discover that the area of a shape can stay the same, but the
perimeter can change.
QUESTION: How is the circumference and diameter of a circle related? How can our understanding of
this relationship help when working with various circles?
DEVELOPMENT PROCESS & RATIONALE: Circles are one of the most intricate shaped in geometry.
Learning how their dimensions are related validates many of the formulas our students see everyday.
Each year when I ask my math students what is Pi? They almost all instantly respond: 3.14. However,
when I follow this question with: where does this number come from? The room is often silent.
Discovering the origin of Pi gives the students an understanding of why this number is so important in
mathematics, specifically when working with circles. This question is essential in nature because it
allows for both discussion and discovery. Students will conduct an activity in which they will measure
the circumference and diameter of a series of circles. Their measurements will differ from their
classmates, however when they divide their results they will discover that everyone in class has
obtained the same solutionPi. Beyond validating this number, there is a great deal of history behind
Pi and this essential question opens the doors for some extension lessons.
QUESTION: In which situations can our understanding of the Pythagorean Theorem help us in real
life?
DEVELOPMENT PROCESS & RATIONALE: Just as students may define Pi as 3.14 without an
understanding of its meaning or origin, students can often define the Pythagorean Theorem as a2+b2=c2
but not necessarily have a true conceptual understanding of why this formula is used or why it works,
for that reason I felt this essential classroom was imperative to my students success within this unit. To
address this essential question students will research the formulas history and complete a discovery
activity that will prove its validity and solidify their comprehension of the formula. They will then apply
this formula to a number of real life scenarios that will emphasize it usefulness and importance outside
of the math classroom. This will be followed by classroom discussion.
-This activity will occur after the formulas for perimeter and area have been
introduced.
- The class will then be asked to begin thinking about the design of their
dream back yard. Each student will be individually responsible for their own
design at the conclusion of the unit, however, when completing this activity
they will work collectively to create the dimensions for the space in which
their pet will play in their back yard.
-Each cooperative team will be given either 16, 36, 64, or 100 popsicle
sticks, each stick represents one foot of fencing. The number of sticks they
are given represents the most fencing they can purchase with their budget.
Students will be instructed work together to manipulate the sticks to
construct all possible scenarios of fencing. Using graph paper they will
record a scale drawing of each design that they construct with their allotted
materials. They must use all of their sticks for each fencing design. By
observing each possible design they will determine which fence will provide
their pet with the most space to play. They will then glue the popsicle sticks
to a poster board. Each team must then present and explain to the class
why they chose the dimensions for their fence.
- This activity uses what students already know about perimeter and area
and requires them to transfer and apply that knowledge to a new situation.
For each question students are required to draw a diagram to support their
14ft
solution, show their work, and explain their reasoning for their responses.
20ft Whats interesting about this problem is the variety of the factors that must
be considered in order to obtain a solution. For example the ladder sits on
top of a seven foot fire truck, therefore students must subtract this from the
height of the tree when determining if the ladder is long enough. If students
fail to do this the ladder will not seem long enough, however the ladder
reaches the appropriate distance as long as it is sitting on top of the truck.
For the firefighter to rescue the victim students must determine the length of
the stairs and account for the firefighters travel both up and down the stairs,
identify how many seconds it would take him make this journey, and covert
that to minutes to reach a conclusion as to if he has enough oxygen in his
tank or not. Another major factor that students must considers is there are
OTHER EVIDENCE
FORMATIVE ASSESSMENTS
Heacox (2009) notes, You may also use scans of homework to sort out
where students are in their learning (p. 41).
SUMMATIVE ASSESSMENTS
9
Students must work forwards to identify
the missing dimensions of the figure and
5
then use these results to apply the
converse of the Pythagorean Theorem and
12
prove whether or not the shaded region is
a right triangle. This problem does not
require simple recall and application of
formulas, but a strategic approach that will
demonstrate a true understanding of the
14
Pythagorean Theorem.
Objective: Identify and use the Area of a Rectangle Postulate & the Sum of Areas Postulates &
solve problems involving area and perimeter.
Anticipatory Set: Discussion ~ What if I wanted to design a table for Thanksgiving dinner and I
were to have 24 (number of students in class) total guests what would be the best design so that I
could fit lots of food on the table?
Activity: Give each student a two foot strip of poster board, this represents their seat at the
dinner table. Have the class work together to construct two different scenarios for a table and
collectively discuss and decide which design would be best for the dinner and why. (This will help
lead the way for the ideas of fixed perimeter and area)
LESSON:
Fixed Perimeter / Maximum Area & Fixed Area / Minimum Perimeter: [Hook, Hold, Evaluate,
Tailored, Organize]
Warm-Up: Approximate the area of a shape with no sides (odd shaped curved figure on graph
paper) Explain how you estimated your answer.
Performance Task:. When completing this activity they will work collectively to create the
dimensions for the space in which their pet will play in their back yard.
In cooperative teams of 4 will be given either 16, 36, 64, or 100 popsicle sticks, each stick
represents one foot of fencing. The number of sticks they are given represents the most
fencing they can purchase with their budget. Students will be instructed work together to
manipulate the sticks to construct all possible scenarios of fencing. Using graph paper they
will record a scale drawing of each design that they construct with their allotted materials.
They must use all of their sticks for each fencing design. By observing each possible design
they will determine which fence will provide their pet with the most space to play. They will
then glue the popsicle sticks to a poster board. Each team must then present and explain to
the class why they chose the dimensions for their fence. Regardless of each groups allotted
amount of fencing, each group should decide that the best way to maximize their pets play
area is to create a fence that is equal in length and width, each groups final design should
yield a square.
Independent Practice: Homework application problems fixed perimeter & fixed area
LESSON:
Areas of Triangles, Parallelograms, and Trapezoids: [Rethink, Equip, Evaluate, Organize]
Objective: Develop and use formulas for the areas of triangles, parallelograms, & trapezoids.
Warm-Up: Draw 2 different rectangles w/ the same perimeter & 2 different rectangles w/ the
same area.
Input: Define specific parts of a triangle, parallelogram, & trapezoid (base, altitude, height) and the
formulas to identify the area and perimeter of each.
Activity: Each student will be given a copy of a trapezoid, using scissors, construct a parallelogram
from the trapezoid.
Collins Writing: Based off the activity, explain why the formula for the area of a trapezoid makes
1
sense.
( A= ( b1 +b2 ) h)
2
Individual Practice: Homework practice finding the perimeter and area of unique shapes that are
composed of rectangles, squares, triangles, parallelograms, and trapezoids.
LESSON:
Circumference and Area of Circles: [Hook, Hold, Equip, Reflect, Tailored]
Objective: Develop and use formulas for the area and circumference of circles.
Warm-Up: Discuss some methods for measuring the circumference of the circular/cylindrical
object you brought to class. (i.e. use a rope to measure a curve then straighten the rope along a
ruler)
Discovery Activity: In teams of four each student will measure the circumference and diameter of
the object they brought in from home and divide the results. They will then compare this solution
with that of their peers. Students will discover that regardless of the size of the circle,
Circumference/Diameter = Pi.
Guided Practice.: We will be designing our dream back yards. Within the students backyard there
is a square area sectioned off for hot tub. This section of the yard is 36 square feet. You want
your hot tub to be circular but be as large as possible to fit within the sectioned off area. After
the hot tub is installed, how much excess space will you have in this section of the yard? How can
you determine how many one inch square tiles you would need to line the circumference of the hot
tub? Draw diagrams and explain how you reached each conclusion.
____________________________________________________________________________________
LESSON:
The Pythagorean Theorem : [Equip, Organize]
Objective: Identify and apply formulas for determining the missing side of a right triangle.
Input: Formally define The Pythagorean Theorem and provide supporting examples.
Performance Task: Students will complete an application problem to determine whether a fire
trucks ladder is long enough to reach the top of a tree, and whether a fire fighter has enough
oxygen in their task to reach a victim on the top floor of a burning building.
Closure: Collins Writing Exit Ticket Describe the different components of a right triangle & write
Pythagorean Theorem
LESSON:
Geometric Application-Distance Formula & Mid-Point Formula: [Hook, Equip, Evaluate, Tailored,
Organize]
Objective: Students will be able to solve application problems using the distance & the mid-point
formulas.
Warm-Up: Find the distance between point on a graph separated by a vertical or horizontal line.
Input: (link to warm-up) Explain why we cannot as easily determine the distance when the line
connecting two points forms a diagonal on the coordinate plane. Define distance & the mid-point
formulas & provide supporting examples.
Anticipatory Set: Have a map of our town photo copied on a piece of graph paper. Have students
list their 8 favorite places on the map.
Guided Practice: In cooperative pairs students will determine the distance and midpoint between
some of their favorite places in town using the map and the distance and midpoint formulas.
Exit Ticket: Find the other endpoint given one endpoint and a midpoint on a coordinate plane.
~ Unit Test ~
LESSON:
Unit Project Back Yard Design {Technology}:[Hold, Rethink, Reflect, Revise, Tailored, Organize]
Objective: Students will use each component of the unit to design their dream back yard.
Input: Mini-lesson to familiarize students with the functions of Geometers Sketchpad (geometry
software design program).
Performance Task: Students must consider what the design of their dream backyard. The
perimeter of this yard must be constructed using pieces of each shape we have studied, including
squares, rectangles, triangles, trapezoids, parallelograms, and circles. Additionally, there must be a
area for their pet, a pool, hot tub, and any other designated area of their choice (i.e. volleyball
court, putting green, etc.), the remaining portions of the yard will be covered with sod. They are to
sketch this image on a piece of graph paper and then transfer their design to Geometers
Sketchpad. They will then print their design on graph paper and identify the area and perimeter of
each component of the yard to determine such things as how much fencing they will need to
purchase and how much sod will need to be laid. They will also have to determine the distance from
pool to the hot tub, the mid-point between the pets play area and their volleyball court (or another
area of their choice), and the length of the diagonal of their yard using the distance formula, mid-
point formula, and the Pythagorean Theorem. Finally, they will color and label their designs and
present them to the class.